.Педагогічні засади соціалізалізації старших підлітків демократичних шкіл Європи
Abstract
Дисертація присвячена дослідженню актуальної проблеми соціалізації старших підлітків у навчально-виховному процесі демократичних шкіл Європи. Шляхом аналізу праць відомих вітчизняних та зарубіжних учених з’ясовано сутність і зміст понять: “соціалізація”, “успішна (ефективна) соціалізація старших підлітків”, “демократична школа”, "демократична організація навчально-виховного процесу". Виокремлено етапи розвитку демократичних шкіл. Визначено напрями та технології соціалізації, дано рекомендації щодо екстраполяції демократичних принципів в освітній простір України. Диссертация посвящена исследованию актуальной проблемы социализации старших подростков в учебно-воспитательном процессе демократических школ Европы.
Путем анализа работ известных отечественных и зарубежных ученых выяснены сущность и содержание понятий: “социализация”, “успешная (эффективная) социализация старших подростков”, “демократическая школа”, "демократическая организация учебно-воспитательного процесса".
Определены этапы развития демократических школ. Определены направления и технологии социализации, даны рекомендации по экстраполяции демократических принципов в образовательное пространство Украины. This dissertation focuses on philosophical, sociological and pedagogical socialization concepts enlightened by modern scientists. Systematization of these concepts has given the opportunity to provide authorial definition of the socialization of senior students in democratic schools. It is defined as the process and the result of active interiorization of social experience in democratic schools that results in formation of a developed personality. Сrucial factor of positive socialization of senior students is the creation of child-centered learning surrounding in educational establishments.
The indicators of socialization of senior students in democratic schools are figured out in the thesis. These are: 1) interiorization of social norms and formation of self-regulation skills valid both for standard and unforeseen events; 2) acquiring personal features by the means of realization of own potential; 3) training social roles in the process of communication; 4) taking active part in everyday school work; 5) taking responsibility for own education and own freedom.
This scientific research dwells upon the idea of alternative education on the whole and the idea of democratic schools in particular. Official documents and scientific publications are analyzed (including the works of A. Neill, J. Mintz, D. Gribble, C. Korn and the periodicals such as “AERO-Gramme”, “Educational Revolution”, “Green Teacher”, “Journal of Adolescence” and “Social Education”). The analysis shows that alternative schools were established under unsatisfactory conditions of state education in the beginning of the 20th century. The concept of democratic schools was based on the ideas of pragmatic pedagogy (J. Dewey, W. Kilpatric, E. Parherst). These scientists gave priority to everyday activity of students and developed the method of practical education in schools. Representatives of experimental pedagogy (A. Binet, O. Decroly, A. Lay, E. Meiman) based their ideas on the principle of self-development. Representatives of functional pedagogy (E. Klapared, A. Ferriere, S. Frеinet) pointed out the importance of giving personal treatment to every child by the means of game. All the approaches mentioned above gave sufficient grounds to create special type of educational establishments called “democratic schools”. Their basic characteristics are: 1) child-centered learning surrounding that includes positive psychological climate, adequate assessment of students’ work, outdoor activities, free choice of disciplines, personal educational plan and schedule; 2) democratic governance that includes creation of school self-governance organ based on the principle of democratic voting system and equal rights both for teachers and students; 3) cooperation of all participants of educational process (students, parents and teachers).
Democratic schools development stages are defined in the thesis. These are: 1) preparatory stage (end of 19th – beginning of 20th centuries) is characterized by the crisis in traditional state educational system with further search for alternative schooling; 2) initial stage (20 – 60-es) that is remarkable for appearance of first democratic schools in Europe (Summerhill, Dartington Hall) which gave start to modern values in alternative education and provided novelty ideas for schools; 3) formation stage (60 – 90-es) that gave possibility to pile up necessary experience of democratic schools’ work and raise them to an upper level (foundation of democratic schools in non-democratic countries); 4) stabilization stage (since early 90-s) which gave start to formation of network of democratic schools (IDEC) with the purpose of experience exchange, approbation of new pedagogical techniques and spreading democratic educational ideas throughout the world.
Vectors of socialization of senior students in democratic schools are defined in the thesis. These are: personal vector (establishment of social personality); interpersonal vector (entire complex of personal knowledge and skills); social vector (incorporation with different social groups); moral vector (the main purpose is to form the system of values); adaptive vector (develops skills to act properly under changeable social conditions).
The technologies of socialization of senor students in democratic schools are defined as follows: 1) technology of students’ autonomy (students are held responsible for own working plan and leisure time); 2) technology of pedagogical support (teachers fulfill the function of consultants); 3) technology of self-governance (democratic ruling based on election system and personal voting); 4) technology of practical education (selective learning based on free choice of educational material); 5) technology of self-activity (students are supposed to initiate own learning procedure); 6) technology of partnership (students are invited to take active participation in the educational process and help each other gain success in studies).